Leah Samaras Professor Dutta Eng 1101 10/10/13 Literacy opportunity refers to the idea of the availability of material

to an individual and their exposure to certain literacies and their reaction to it. Within the text, Yangs home environment was characterized by a rich presence of print, media, and other literacy materials (Li, 306), many of which included books, world maps, and writing tools such as paper and pencils. Yang was exposed to both the English and Chinese language through his own personal books purchased at the expense of his parents as well as witnessing his parents partaking in the development of English literacy. Yangs interaction with literacy took place inside as well as outside the home. These literacy opportunities helped Yang develop a better understanding for English literacy because he was submerging himself within the culture and made an effort to learn the English language. His literacy opportunities were definitely broadened with the efforts made by his parents by taking him to multiple locations where he could have access to various literary narratives. Examples of this include computer games, workbooks, and magazines in which Yang could easily observe and analyze certain texts.

Literacy instruction shows the complex process of literary comprehension and the various ways in which one can study and learn. When it came to literacy instruction they made flash cards, learned the basic alphabetread, memorized, recited, and copied (at least twice) all the words every day (Li, 309) which dramatically improved Yangs English literacy. Breaking down sentences and making lists of both the English and Chinese words were one of several

exercises Yang practiced while studying at home. Not only was he doing worksheets and learning two different languages but he was also attending school where he was further educated in literacy. Yang took many notes and was told copying is good for memory (Li, 310) which helped him focus on reading and writing skills. Cooperation with literacy can be defined by simple literacy play which encourages the individual to enjoy the process of learning. Yang showed great enthusiasm for his daily lessons learning English literacy. It initiated some bonding between him and his parents and their discovery of literacy together. This shows yang how he is not alone on his journey through literacy cooperation. Yang and his mother would take turns reading and correcting each other, making education fun. Sharing these experiences excited him and often helped broaden his literacy by Yang repeating stories told to him or sharing a book with one of his parents. Socio-emotional quality provides a child such as Yang with social relationships among his peers. Since Yang was so focused on his education and academic success, this put a strain on his socio-emotional quality. Even though yang enjoyed literacy he felt the pressures to succeed and climb the latter of social mobility. Yang tried to participate in extracurricular activities, which his parents supported. Since he was so focused on perfecting his literacy, Yang missed out on memorable and cultural experiences that are also literary opportunities. Having a literacy boundary enabled him in many aspects. My literary environment within my work domain consists of checks and balances such as literacy opportunity, literacy instruction, cooperation, and socio-emotional quality. These four aspects are woven into the daily life while working at the childrens center. Since over seventy percent of the children attending the care center are mentally or physically disabled, it is our

responsibility as staff and volunteers to maintain structure and order. The literacy opportunity given to me at the center is teaching these wonderful children how to learn social and educational skills at a more fitting level and pace. Faculty and staff schedule various activities throughout the day making it fun as well as educational. Crafting, playing with toys, and circle time are various activities in which students engage in while being taught the values of sharing and the importance of learning. Literacy instruction is witnessed throughout the day when staff is given specific instructions such as how to teach, how to interact with the children, and how to plan the day according to the wants and needs of the children within the classroom. Cooperation is needed in this particular environment as well as patience because of the high demand for care and attention that most of the children need as compared to children without physical or mental handicaps. Each child needs special treatment or attention yet you must address them according to the teachings and rules of the manual. For example, scolding a child is not tolerated; instead you tell them how to correct what theyve done and to do better a process centered on encouragement rather than discouraging them but at the same time treating them no different. The socio-emotional aspect of working in the childrens center arises from oneself. One must be dependent on oneself and realize you are there for the benefit of the children. It is greatly rewarding to see the children flourish under your care and teaching that the relationships within the community grow stronger. You make connections with certain children, you go through transformations with character, and bond with the staff and faculty that keep the wonderful center running so these children have a place to be safe and educated while having their needs be fulfilled. Nothing can be more rewarding.